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Abstract(s)
Esta investigação mostra uma análise dos elementos das políticas públicas que influenciam a possibilidade de construir trajetórias diversas nos estudantes do sistema de Ensino Superior Técnico-Profissional Chileno. Com vista a realizar uma revisão qualitativa e apresentar propostas ao sistema, assumiu-se visãododesenvolvimento humano, a perspetiva das capacidades e a sua ideia própria do que constitui a justiça aplicada ao contexto da educação.
A pesquisa centrou-se no processo de formalização e consolidação do sistema ESTP, e nos instrumentos de política do período 2010-2018. Neles, foi feito uma revisão da abordagem feita aos fatores de conversão ‒elementos contextuais‒, e à heterogeneidade de objetivos e aspirações ‒projeções futuras‒ dos participantes do sistema. Em geral, verificou-se que as estruturas iniciais com que o ESTP foi formalizado no ensino superior na década de 1980, mantem-se até hoje, com poucas alterações. Embora algumas iniciativas tenham permitido a entrada de novos setores sociais no Ensino Superior, o ESTP apresenta estruturas
frequentemente questionadas como reproduzindo desigualdades em vez de alcançar uma verdadeira igualdade de oportunidades, e com rigidezes que prejudicam a diversidade e fluidez de possíveis trajetórias estudantis. Nas políticas entre 2010 e 2018, houve umatentativa de modificar o rumo na área, embora não fosse inteiramente bem-sucedida na superação das lógicas anteriores. A recente mudança nas políticas públicas do sistema ESTP, de uma visão meritocrática do capital humano para uma tímida emergência de ideias de direitos e desenvolvimento humano, mostra uma oportunidade de avançar numa política para
a construção de trajetórias no ESTP que salvaguarde os princípios desta última perspetiva, desde que sejam traçados instrumentos articulados que procuram ter a perspetiva dos estudantes no centro, institucionalizar iniciativas previamente isoladas, e abordar elementos sociais, ambientais, e individuais, além do âmbito económico.
This research shows an analysis of the elements of public policy that influence the possibility of constructing diverse trajectories in students of the Chilean Technical-Professional Higher Education system. In order to make a qualitative review and make proposals to the system, the vision of human development, the capabilities perspective and their own idea of what constitutes justice, applied to the context of education, was assumed. The research focused on the process of formalisation and consolidation of the ESTP system, and the policy instruments of the period 2010-2018. In them, the approach taken of the conversion factors -contextual elements-, and the heterogeneity of goals and aspirations -future projections- of the system participants was reviewed. In general, it was found that the initial structures with which ESTP was formalised in higher education in the 1980s remain in place to this day, with few changes. Although some initiatives have allowed new social sectors to enter higher education, the ESTP presents structures often questioned as reproducing inequalities rather than achieving true equal opportunities, and with rigidities that undermine the diversity and fluidity of possible trajectories. In the policies between 2010 and 2018, an attempt was found to change course in the area, although not entirely successful in overcoming previous logics. The recent shift in public policies in the ESTP system, from a meritocratic view of human capital to a timid emergence of ideas of rights and human development, shows an opportunity to move forward in a policy for the construction of trajectories in the ESTP that safeguards the principles of the latter perspective, if one can design articulated instruments that seek to have the students' perspective at the centre, institutionalise previously isolated initiatives, and address social, environmental, and individual elements, beyond the economic.
This research shows an analysis of the elements of public policy that influence the possibility of constructing diverse trajectories in students of the Chilean Technical-Professional Higher Education system. In order to make a qualitative review and make proposals to the system, the vision of human development, the capabilities perspective and their own idea of what constitutes justice, applied to the context of education, was assumed. The research focused on the process of formalisation and consolidation of the ESTP system, and the policy instruments of the period 2010-2018. In them, the approach taken of the conversion factors -contextual elements-, and the heterogeneity of goals and aspirations -future projections- of the system participants was reviewed. In general, it was found that the initial structures with which ESTP was formalised in higher education in the 1980s remain in place to this day, with few changes. Although some initiatives have allowed new social sectors to enter higher education, the ESTP presents structures often questioned as reproducing inequalities rather than achieving true equal opportunities, and with rigidities that undermine the diversity and fluidity of possible trajectories. In the policies between 2010 and 2018, an attempt was found to change course in the area, although not entirely successful in overcoming previous logics. The recent shift in public policies in the ESTP system, from a meritocratic view of human capital to a timid emergence of ideas of rights and human development, shows an opportunity to move forward in a policy for the construction of trajectories in the ESTP that safeguards the principles of the latter perspective, if one can design articulated instruments that seek to have the students' perspective at the centre, institutionalise previously isolated initiatives, and address social, environmental, and individual elements, beyond the economic.
Description
Dissertação para obtenção de grau de Mestre em Política Social
Keywords
Ensino Superior Técnico-Profissional Desenvolvimento Humano Perspetiva de Capacidades Trajetórias Higher Education TVET Human Development Capabilities Trajectories
Pedagogical Context
Citation
Publisher
Instituto Superior de Ciências Sociais e Políticas